Objective: This study investigated to what extent young kindergarten children already benefit from training phonological awareness.
Methods: The training program used here was the German "Würzburg training program of phonological awareness". The control group participated in the regular kindergarten program. A total of 80 children, one and two years before entering school, participated in the study. Tests of phonological awareness were assessed before and after the training as well as after six months.
Results: Young kindergarten children (two years before entering school) compared to preschoolers (one year before entering school) had significant lower phonological awareness skills. However both cohorts showed noticeable significant training effects, but preschoolers benefited significantly more from training phonological awareness. Long-term effects were obtained for both cohorts.
Conclusions: Already young kindergarten children do benefit effectively from preschool phonological awareness training. Effects of this training on reading and spelling in school will be investigated further.
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| http://dx.doi.org/10.1024/1422-4917.32.3.167 | DOI Listing |
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